ERIC ED419520: Expanding the Effective Use of Computers in Middle and High Schools in Turkey. Anadolu University Publications, No. 1007; Faculty of Education Publications, No. 48.

98 Pages·1997·0.89 MB·English

by  ERIC

DOCUMENT RESUME
IR 019 142
ED 419 520
Yasar, Sefik
AUTHOR
Expanding the Effective Use of Computers in Middle and High
TITLE
Schools in Turkey. Anadolu University Publications, No.
1007; Faculty of Education Publications, No. 48.
Anadolu Univ., Eskisehir (Turkey).
INSTITUTION
ISBN-975-492-757-X
ISBN
1997-00-00
PUB DATE
NOTE
96p.
Reports - Descriptive (141)
PUB TYPE
MF01/PC04 Plus Postage.
EDRS PRICE
*Computer Assisted Instruction; *Computer Literacy;
DESCRIPTORS
*Computer Uses in Education; Educational Development;
Educational Technology; *Elementary Secondary Education;
Foreign Countries; High Schools; Intermediate Grades;
Interviews; Junior High Schools; Middle Schools; Models;
Skill Development
Technology Integration; *Turkey
IDENTIFIERS
ABSTRACT
Designing new models requires the educators to observe the
educational settings in which computer assisted instruction (CAI) was
implemented successfully. This paper proposes a CAI model for middle and high
schools in Turkey based on the observations and interviews in K-12 schools in
Arizona, USA in which computer technologies are implemented successfully. The
(1) CAI in the
model consists of three major components, which include:
(2) CAI in the multiplecomputer classroom, and (3)
one-computer classroom,
CAI in separate computer laboratories. Each component is subdivided into two
components: needs of the teacher and needs of the students. The present model
provides an initial listing of suggested knowledge bases and skills that
appear to be minimums for teachers and students at basic, intermediate, and
advanced levels of knowledge and skills. By providing flexibility in the area
of teacher and student needs, the model serves as a framework to guide
decision making at the national level in Turkey. Appendices include:
(A) list
(B) observation form;
of schools in which CAI applications were observed;
(C)
(D) interview questions answered by directors of
list of the interviewees;
academic services information systems & technology offices in the school
(E) interview questions answered by the school principals and/or
districts;
(F) interview questions answered by teachers and/or
computer coordinators;
a sample of observation record; and (H) samples of
media specialists;
(G)
structured interviews.
(AEF)
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CDANADOLU UNIVERSITY PUBLICATIONS; NO. 1007
FACULTY OF EDUCATION PUBLICATIONS; NO. 48
0
EXPANDING THE EFFECTIVE USE OF
COMPUTERS IN MIDDLE AND HIGH SCHOOLS
IN TURKEY
Assoc.Prof.Dr. Sefik YASAR
3
ESKigHIR, 1997
CIPAnadolu Universitesi Kiitliphane ve Doklimantasyon Merkezi
Ya§ar, Sefik.
Expanding the effective use of computers in middle and high
schools in Turkey.
I. Egitim
Tiirkiye 2. Bilgisayar destekli ogretim
Bilgi i§lem
Tiirkiye I.E.a. II. Dizi: Anadolu Universitesi. Egitim Fakiiltesi yayin-
Ian; no. 48.
LB1028.43 .Y37 1997
ISBN 975-492-757X
97-023
4
Preface
Computers have now become an everyday part of our lives. Much
has been written about the use of computers as a teaching tool in
classrooms and as a productivity tool in business and industry.
Educators have abandoned the debate over whether computers should
be used in the classroom and have turned their focus to the question of
how computers can be used effectively in educational settings. This
question led the educators to design and develop new teaching models
or new teaching applications regarding computer education and
computer-assisted instruction (CAI).
Designing new models requires the educators to observe the
educational settings in which CAI was implemented successfully.
Focusing on this thought, the researcher aimed to propose a CAI model
for middle and high schools in Turkey based on the observations and
interviews in K-12 schools in Arizona, USA in which computer
technologies are implemented successfully.
While preparing the proposed model, the researcher cooperated
with his American colleagues at Arizona State University (ASU). He
shared the name of the model with Dr. Robert J. Stahl because of his
intensive contribution. The model consists of three major components
that are associated with existing or likely arrangements of computers in
school settings. These components are (1) CAI in the one-computer
Ill
classroom, (2) CAI in the multiple-computer classroom, and (3) CAI in
separate computer laboratories. These three components could extend to
any classroom or school situation at any grade level in any country or
district. In this sense, the model has universal applications within and
outside of Turkey. The researcher thinks that the proposed model is
needed and can be used to guide decisions in middle and high schools in
Turkey.
A number of institutions and people contributed in this research.
First of all, the researcher is grateful to the Turkish Higher
Education Council, National Education Development Project
Coordination Unit and Anadolu University, Faculty of Education in
which he is currently faculty member for being provided an opportunity
to conduct this research in USA as a part of his post doctoral studies.
The researcher is also thankful to the managers of the school districts,
school principals, computer coordinators and teachers in K-12 schools
in Arizona for letting him observe CAI applications and to conduct
interviews.
The researcher would particularly thank to his mentor Dr. Robert J.
Stahl for his support and understanding. He would also thank to his
former mentor Dr. Sheryl Santos, for her help in preparing the research
instruments and contacting K-12 schools. Additional thanks go to Dr.
Herbert Cohen and Mark Berkshire.
His special thanks would go to Dr. Marina Stock Mc Isaac for her
support regarding the study. Whenever the researcher encountered with
a difficulty regarding the research or anything else in Arizona, he
iv
6
always got her support. She also allowed the researcher to audit her
graduate courses and to make use of her personal library.
The researcher is also grateful to Prof.Dr. Akar Ocal, President of
Anadolu University, Prof.Dr. Semih Bilker and Prof.Dr. fan Oz-Alp,
Vice Presidents, and Prof.Dr. Ahmet Konrot, Dean of Faculty of
Education, for their contributions in publishing this research as a book.
His deepest thanks would go to his wife, Mesude and two sons,
Ferhat and Serhat who stayed in Turkey and encouraged him greatly to
continue his research.
efik Ya.ar
EsIci§ehir, 1997
Dr.
TABLE OF CONTENTS
Page
PREFACE
in
vii
TABLE OF CONTENTS
LIST OF FIGURES
x
Chapter
I INTRODUCTION
1
Problem Statement
1
Purposes 5
Assumptions of the Study
5
6
Limitations of the Study
6
Definitions of the Terms
II REVIEW OF LITERATURE
9
Reasons for Computer Use in Education
9
Methods of Computer Use
11
Barriers Limiting the Successful Use of Computers
in Education
18
III METHODOLOGY
19
Data Gathering Techniques
19
Theoretical Data Regarding Computer Education
and CAI
19
vii
Page
Observations Regarding Computer Education and
CAI
19
Structured Interviews Regarding Computer
Education and CAI
23
26
Analysis of Data
IV FINDINGS AND OVERALL CONCLUSIONS
27
. .
Findings
27
For What Purposes Are Computers Used in K-12
Schools 9
27
How Are Computers Used To Teach Within
Several Disciplines 9
29
What Software Is Used in Educational Settings
And Why 9
33
What Types of Problems Are Encountered in CAI
36
Settings 9
What Types of Activities Are Being Done in Order
to Integrate Computers into Instruction ?
37
. .
What Are The Best Ways to Train Teachers in
39
Computer Skills 9
Overall Conclusions
43
V A MODEL TO GUIDE CAI DECISIONS IN MIDDLE
45
AND HIGH SCHOOLS IN TURKEY: A PROPOSAL
Need for a Model to Guide Decisions Concerning the
Use of Computer Technology in School Settings
45
Origins of the Model
47
48
The Yassar-Stahl Model
viii
Page
and
A Brief Outline of the Components, Purposes
49
Component-Subdivisions of the Model
50
1. CAI in the One-Computer Classroom .
.
54
2. CAI in the Multiple-Computer Classroom
57
3. CAI in the Separate Computer Laboratories
60
Epilogue
APPENDICES
61
Were Observed
A List of Schools in which CAI Applications
62
B Observation Form
63
C List of the Interviewees
of
D Interview Questions Answered by the Directors
Academic Services Information Systems & Technology
65
Offices in the School Districts
Principals
E Interview Questions Answered by the School
66
and/or Computer Coordinators
F Interview Questions Answered by the Teachers and/or
67
Media Specialists
68
G A Sample of Observation Record
70
H Samples of Structured Interviews
83
REFERENCES